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Bullying at School : What We Know and What We Can Do.

By: Material type: TextSeries: Publisher: Newark : John Wiley & Sons, Incorporated, 1993Copyright date: ©1993Edition: 1st edDescription: 1 online resource (99 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781118695807
Genre/Form: DDC classification:
  • 371.58
Online resources:
Contents:
Intro -- Contents -- Understanding Children's Worlds -- Title Page -- Copyright -- Foreword -- Acknowledgments -- Introduction -- Part I: What We Know About Bullying -- What We Know About Bullying -- What is Meant by Bullying? -- Some Information About the Recent Studies -- One Student out of Seven -- Bully/Victim Problems in Different Grades -- Have Bully/Victim Problems Increased? -- Bullying Among Boys and Girls -- How Much Do the Teachers Do? How Much Do the Parents Know? -- Bullying at School and on the Way to and from School -- Comparison between Norway and Sweden -- Is Bullying Primarily a Big-City Problem? -- The Size of the School and the Class -- Supervision during Recess and Lunch Time -- On Analyses at Different Levels -- Stability of Bully/Victim Problems over Time -- Is Bullying a Consequence of Competition at School? -- What Role do External Deviations Play? -- What Characterizes the Typical Victims? -- What Characterizes the Typical Bullies? -- Physical Weakness and Strength -- What Kind of Rearing Conditions Create Aggressive Children? -- Group Mechanisms -- Other Factors -- A Wider Perspective on Bully/Victim Problems -- A Question of Fundamental Democratic Rights -- Guide for the Identification of Possible Victims and Bullies -- Being a Victim - Possible Signs -- Being a Bully - Possible Signs -- Part II: What We Can Do About Bullying -- What We Can Do About Bullying -- Goals -- Awareness and Involvement -- Measures at the School Level -- A School Conference Day -- Supervision and Outdoor Environment -- Contact Telephone -- A General PTA Meeting -- Teacher Groups for the Development of the Social Milieu of the School -- Study Groups in Parent-Teacher Associations (Parent Circles) -- Measures at the Class Level -- Class Rules about Bullying -- Praise -- Sanctions -- Class Meetings -- Cooperative Learning.
Common Positive Activities -- Class FT A Meetings -- Measures at the Individual Level -- Serious Talks with the Bully -- Talks with the Victim -- Talks with the Parents -- What Can the Parents of the Bully Do? -- What Can the Parents of the Victim Do? -- Use of Imagination -- Discussion Groups for Parents of Bullied or Bullying Students -- Change of Class or School -- Part III: Effects of the Intervention Program -- Effects of the Intervention Program -- Main Findings -- Brief Comments -- Basic Principles -- Additional Characteristics -- Part IV: Additional Practical Advice and a Core Program -- Additional Practical Advice and a Core Program -- Support from the Principal and Formation of a Coordinating Group -- Awareness and Involvement -- Adequate Supervision During Recess and Lunch Time -- Class Rules and Class Meetings -- Talks with Involved Students and Their Parents -- Final words -- References -- Index.
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Intro -- Contents -- Understanding Children's Worlds -- Title Page -- Copyright -- Foreword -- Acknowledgments -- Introduction -- Part I: What We Know About Bullying -- What We Know About Bullying -- What is Meant by Bullying? -- Some Information About the Recent Studies -- One Student out of Seven -- Bully/Victim Problems in Different Grades -- Have Bully/Victim Problems Increased? -- Bullying Among Boys and Girls -- How Much Do the Teachers Do? How Much Do the Parents Know? -- Bullying at School and on the Way to and from School -- Comparison between Norway and Sweden -- Is Bullying Primarily a Big-City Problem? -- The Size of the School and the Class -- Supervision during Recess and Lunch Time -- On Analyses at Different Levels -- Stability of Bully/Victim Problems over Time -- Is Bullying a Consequence of Competition at School? -- What Role do External Deviations Play? -- What Characterizes the Typical Victims? -- What Characterizes the Typical Bullies? -- Physical Weakness and Strength -- What Kind of Rearing Conditions Create Aggressive Children? -- Group Mechanisms -- Other Factors -- A Wider Perspective on Bully/Victim Problems -- A Question of Fundamental Democratic Rights -- Guide for the Identification of Possible Victims and Bullies -- Being a Victim - Possible Signs -- Being a Bully - Possible Signs -- Part II: What We Can Do About Bullying -- What We Can Do About Bullying -- Goals -- Awareness and Involvement -- Measures at the School Level -- A School Conference Day -- Supervision and Outdoor Environment -- Contact Telephone -- A General PTA Meeting -- Teacher Groups for the Development of the Social Milieu of the School -- Study Groups in Parent-Teacher Associations (Parent Circles) -- Measures at the Class Level -- Class Rules about Bullying -- Praise -- Sanctions -- Class Meetings -- Cooperative Learning.

Common Positive Activities -- Class FT A Meetings -- Measures at the Individual Level -- Serious Talks with the Bully -- Talks with the Victim -- Talks with the Parents -- What Can the Parents of the Bully Do? -- What Can the Parents of the Victim Do? -- Use of Imagination -- Discussion Groups for Parents of Bullied or Bullying Students -- Change of Class or School -- Part III: Effects of the Intervention Program -- Effects of the Intervention Program -- Main Findings -- Brief Comments -- Basic Principles -- Additional Characteristics -- Part IV: Additional Practical Advice and a Core Program -- Additional Practical Advice and a Core Program -- Support from the Principal and Formation of a Coordinating Group -- Awareness and Involvement -- Adequate Supervision During Recess and Lunch Time -- Class Rules and Class Meetings -- Talks with Involved Students and Their Parents -- Final words -- References -- Index.

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